First, create a life situation and be willing to ask questions
Life is a treasure house of mathematics. Creating life situation is to simulate life, make classroom teaching closer to life, turn abstraction into concrete, turn tasteless into interest, turn fear into kindness, and stimulate students' enthusiasm for exploring mathematical knowledge.
For example, when teaching "Questions Answered by Three-step Calculation Method", teachers created such a life situation: Autumn came, and the school decided to organize students to have an outing in Tianmu Lake. What preparations do we need to make before the outing? When the students mentioned preparing food, the teacher showed the following table:
Q: If you choose two favorite foods and you can buy one or more of each, how do you choose? Because of this situation, students have a free choice in the types and quantities of goods they buy, which meets the needs of students at different levels, and students can ask different questions and solve them independently. When reporting the exchange, some students said, I know how much it costs to buy two bottles of eight-treasure porridge and five sausages. Some students said, I know how much cheaper it is to buy two boxes of milk than two cans of coconut milk. This is also a nutritious drink. I choose to buy milk, and the remaining money can buy two loaves of bread. What a good deal ... Mathematics comes from life. It links the learning content with the familiar life of students, allows students to ask questions independently in the shopping situation, understands the basic structure of application questions, abandons the practice of simply analyzing what the conditions are and what the problems are, broadens the thinking space of students, exercises their psychological quality, and makes the classroom glow with vitality.
Second, capture the material of life to help understand the problem.
With the deepening of curriculum reform, primary school mathematics textbooks are moving closer to students' real life from the original strict system, which is not closely related to students' life. They look for mathematics themes from the real world, make mathematics close to life, let students see mathematics, touch mathematics and experience mathematics in life, and let students no longer feel that mathematics is the jewel in the crown.
In the past, the teaching of measurement units was often only satisfied with letting students remember the progress rate, and simple conversion could be made. Students lack real experience, so the amount of things expressed in a certain unit of measurement is always vague. So when teaching the knowledge of kilometers and tons, the teacher designed such a question: "Here is a classmate's diary, please read it with the eyes of mathematics." In the morning, I got up from a 2-meter-long bed, brushed my teeth and washed my face. I sat at an 8-meter-high table, drank a glass of 250 grams of milk and ate a 65-kilogram egg. Then, carry a 3-ton schoolbag and go to school happily. " This is a life scene that students are familiar with. Students imagine in their minds while reading the questions. They think that the unit of length (or mass) described in the diary is unrealistic and funny. As a result, students (not all) have a strong desire to express themselves and are eager to tell everyone their unique understanding of this "diary". Some students say that 20 cents is shorter than my shoes. How can people sleep? It should be changed to "2 meters" long. Another student said that the "8-meter" high dining table is almost as high as the flagpole, and it should be changed to "8 decimeters"! In this way, my classmates gave me a sentence, compared the expressions in my diary with the real things in my life, and quickly corrected my mistakes. Such life materials not only help students to understand the relationship between various length and quality units, but also make them realize a good way to learn measurement units: with the help of life prototypes, they can understand and remember through comparison and experience.
When teaching the meaning of percentage, students are required to collect the percentage they see in their lives. Some students collected such a set of percentage information: the alcohol content of Tianmu Lake beer is 12%, Wuliangchun is 48%, and Fenjinge is 52%. Then, with the topic "What wine is easier to get drunk", guide students to explore the meaning of these percentages. Students not only realize that the alcohol content of wine is actually the percentage of alcohol content to the total amount of wine, but also experience the whole process from the generation, modeling and application of percentage and its application value. From this point of view, only by aiming at the best connection point between students' life and knowledge can mathematics knowledge become lively, interesting and easy to understand.
Third, be good at thinking with the help of life experience.
Help students learn to think with the help of life experience. For example, after teaching "one-step multiplication problem solving", the teacher designed such a question: "National Day is coming, Mingming's parents decided to take Mingming to Tianmu Lake to play. The bus ticket is 3 yuan per person. How much does it cost? " The students all thought it was too simple, and their faces showed disdain. When commenting on the lecture, a classmate suddenly stood up and said, "Teacher, I think there are three situations." I was confused by him: "Tell me, it makes sense. Teachers and classmates applaud you." He said: "If it is clear that the height is below 1 meter 20 cm, buy two tickets; If it is clear that the height is between 1.20 cm and 1.40 cm, you must buy two and a half tickets; If it is clear that the height exceeds 1.40 cm, you have to buy three tickets. " When he said this, the students suddenly realized and cast admiration on him.
When solving a problem, this student can contact his own life experience and think about the problem from multiple angles. Therefore, in teaching, we should pay attention to guiding students to find problem prototypes from life and let students think and solve problems with the help of life experience.
Fourth, return to real life and learn to solve problems.
For primary school students, solving problems in life with mathematical knowledge can deepen their understanding of mathematical knowledge and realize the application value of mathematics. It is necessary to carefully organize students to participate in practical activities and cultivate their ability to use what they have learned to solve practical problems.
1? After teaching "Axisymmetric Graphics", students can make beautiful patterns by folding paper, coloring and peeling. After teaching "kilogram and gram", let students weigh fruits, vegetables and other physical objects to deepen their perceptual knowledge of quality units.
2? Field trip. After teaching "Kilometers and Tons", let the students go to the playground to see how long the 100m runway is, how many steps and minutes it takes, and then estimate how many steps and how long it takes 1km. In this way, students can enrich their perception of kilometers and experience the wide application of kilometers in life. Another example is that after the teaching of "orientation determination", students are required to observe and record buildings in eight directions (east, south, west, north, southeast, northeast, southwest and northwest), so that students can not only learn to identify the direction on the plane figure, but also use what they have learned to determine the location of tourist attractions in this area.
3? Simulated scene. After teaching "Understanding RMB", we set up a "Mathematics Supermarket" in the classroom, which contains small department stores, counters and boutique houses. These so-called "commodities" are actually math problems, and they are marked with different prices according to their difficulty. Whoever finds his favorite "object" and does these questions correctly with his own knowledge will get the corresponding score. Finally, compare and see who bought more "goods" (points). Mathematical practice of simulated scenes can stimulate students' subjective consciousness, improve their sensitivity to observe things and cultivate their creative spirit.
4? Social investigation. After learning Statistics, let students investigate the types and quantities of household appliances in their own homes, exchange statistical data and make charts in class, which not only deepens their understanding of knowledge, improves their practical ability, but also understands people's living development level. After learning "interest", students can understand the relationship between principal, interest rate and interest through interviews and investigations, and understand that the storage time should be chosen according to the actual situation, which enriches students' "financial" knowledge.
Author unit
Jiangsu liyang city Kunlun primary school
Editor: Li Ruilong.